This workshop is a Category 2 MYP Language Acquisition workshop. This workshop is intended for experienced MYP Language Acquisition teachers.

All participants are requested to bring with them the following:

• Online Curriculum Centre (OCC) username and password
• A curriculum overview of language acquisition
• Draft and current MYP Unit Plans that you are currently implementing in the classroom
• Example(s) of how student assessment data is recorded, as well as how to record evidence of the students’ ATLs
• Details of favourite Web-based and printed resources
• A favourite assessment task

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Resrouces

• Raft

• Thinking Routines
• MYP Unit Planning Process (OCC login required - a video)
• 

  Resources (slides).pdf
  

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IB Publications

Guides 大纲

Guides Further Guidance

Working through a MYP unit planner

BGY Workbook

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Burning Questions

When in doubt, please refer to the MYP Language Acquisition Guide, as well as the MYP: From Principles into Practice.

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Session 1

Written Curriculum: Concepts
Objectives:

• Discuss the challenges of developing and delivering an MYP unit of work
• Extend the understanding of key and related concepts and how they may ground interdisciplinary teaching and learning
• Consolidate understanding of key and related concepts by framing a conceptual understanding of a new unit of work

Activity: Topic or Concept

Activity: Develop a concept statement (conceptual understanding)

1. Choose a new unit topic or use a topic with which you’ve already been working
2. Determine which MYP year the unit topic is designed for
3. Identify one key concept that you believe could describe the broad focus of the unit
4. Identify related concepts (the disciplinary big ideas) you want your students to engage with throughout this unit

Reflection
What does this exercise tell you about the function of the key and related concepts?
I used to think…; now I think… (visible thinking routine)

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Session 2

Written Curriculum: Global Contexts
Objectives:

• Consolidate the role of MYP global contexts as they relate to both the unit and international mindedness
• Develop a statement of inquiry

Reflection

• The global context I feel most comfortable with is _, because_.
• The global context I have the most difficulty with is_, because_.
• Global contexts make Language acquisition_, because_,

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Session 3

Written Curriculum: Inquiry Questions
Objectives:

• Consolidate understanding of concepts and contexts as a statement of inquiry
• Design appropriate inquiry questions to guide inquiry (factual, conceptual, debatable)
• Reflect upon the implications of an inquiry-based approach to teaching and learning

Reflection (Tweet it!
Let’s bring out the tweets! In 140 characters or less write down your response:
To what extent does inquiry help content become memorable, significant, relevant and transferable?


Resources
Questioning techniques

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Session 4

Assessed Curriculum: Summative Assessment
Objectives:

• Discuss the design principles of summative assessment task(s) in relation to the Language Acquisition requirements and objectives
• Create authentic summative assessment tasks using the GRASPS formula
• Justify the relationship between the summative task and the statement of inquiry
  
  

Resources (organized by Alison, non-IB official documents)
Criteria







Supporting document for designing objective A and B tasks

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Session 5

Taught Curriculum: Approaches to Learning
Objectives:

• Consolidate understanding of approaches to learning skills (ATL) with reference to Language Acquisition objectives and their strands
• Use Approaches to Learning skill clusters to create formative learning experiences

Resources

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Session 6

Taught Curriculum: Task Specific Clarification and Formative Learning Engagement
Objectives

• Consolidate understanding of task-specific clarifications using the interim criteria and the appropriate strands
• Design formative learning engagements that will equip students with the required factual, procedural and conceptual knowledge that support the summative assessment task(s)

Activity: The importance of being specific

1. Choose a summative assessment task from the unit that you have been working on.
2. Modify the descriptors and make them task-specific in order to promote the student success.
   • Start with the 7-8 achievement level
   • You may add words to specify (e.g. engage with the text, what do we mean?)

Resources

• 53 ways to check for understanding (formative assessments)
• Key differences between Summative and Formative assessments
• Differentiation is... Differentiation is not...

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Session 7

Assessed Curriculum: Standardization and Recording & Reporting
Objectives:

• Standardize understanding of how to arrive at a judgement using a common assessment task and published criteria
• Discuss successful strategies for recording and reporting ongoing student progress in language acquisition

Activity: Standardisation of a task

1. Individually read the sample student's work
2. Award an achievement level for each applicable criterion. Do not share your awarded level unit everyone in your group has finished.
3. After everyone has studied the sample and awarded a level per criterion, share your judgements, including the reasons and giving examples from the student work to support your decision.
4. Through discussion, the group should come to a consensus on the final judgement for the student work.
5. After a consensus has been reached, write the justification for each level awarded.
6. Share the group's awarded level with the other groups.
7. As one whole group, write the justification for each level awarded comment.

best-fit approach.pdf

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General Grade Descriptors.pdf

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Session 8

Planning interdisciplinary units
Objectives:

• Extend understanding of how concepts and global connects may ground interdisciplinary teaching and learning
• Combine teachers from different subject groups to plan the outline of an interdisciplinary unit